Life Sciences Teachers' Practices of Informal Formative Assessment in Inquiry-Based Teaching

Autor/inn/en	Ramnarain, Umesh; Dlamini, Thandiwe; Bansal, Garima; Dhurumraj, Thasmai
Titel	Life Sciences Teachers' Practices of Informal Formative Assessment in Inquiry-Based Teaching
Quelle	In: International Journal of Science Education, 44 (2022) 18, S.2745-2762 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dlamini, Thandiwe) ORCID (Bansal, Garima)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2150986
Schlagwörter	Formative Evaluation; Active Learning; Teacher Student Relationship; Teaching Methods; Biological Sciences; Science Instruction; Inquiry; Learning Processes; Faculty Development; Student Evaluation; Grade 10; Science Teachers; High School Teachers; Teacher Characteristics; Lesson Plans; Classroom Communication + Suchen Sie Ihr Suchwort? Aktives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Abwasserbiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess; Schulnote; Studentische Bewertung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Lesson planning; Unterrichtsplanung; Klassengespräch
Abstract	This study explored five Life Sciences teachers' practices of formative assessment when enacting an inquiry-based pedagogy. The ESRU cycle (teacher "Elicits" a response; the Student responds; the teacher "Recognises" the student's response; and then "Uses" the information collected to support student learning) was used as a coding system in the analysis of speaking turns involving exchanges between the teachers and learners. By tracking the strategies teachers used in terms of ESRU cycles, we were able to capture differences in assessment practices across the five teachers during inquiry science lessons. The findings of the analysis revealed patterns of teacher-learner interaction described as IRE (Initiation, Response, Evaluation) that are suggestive of 'incomplete' ESRU cycles. In the assessment conversations, there was absence of the crucial step of Using information about student learning in order to support students in the construction of knowledge. The findings of his study signal the need for professional development in supporting teachers in their formative assessment practices. This development can be in the form of workshops that focus on strategies for formative assessment such as those that are encapsulated in the ESRU framework. It is also recommended that best practices in formative assessment be modelled to teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01